CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
E. Discussion
This research was conducted to investigate whether or not there is a significant effect of the Spelling Bee in teaching vocabulary for second grade students‟ in SMP Negeri 2 Banyuwangi. The researchers collect the data using pretest and posttest. The instrument used a vocabulary test where the students search 25 words in jumble letters. During the pretest, the researcher tried to see their ability and enthusiasm of the students by giving them a few words to spell. They feel unable to spell due to a lack of memorizing the alphabet in English, so they still feel ashamed and not confident. They find spelling is
46
difficult because they do not know some of these words. It can be seen from the mean score of the pretest is 71,68 and the mean score of posttest is 90,37.
The result showed that the mean score of posttest was higher than the mean score of pretest (90,37 > 71,68).
After conducting the pretest, researcher doing the treatment. They are giving vocabulary material, including verb, noun, and adjective. The researcher also asks students to sing the alphabet song, so the students can remember and memorize the alphabet in English. The researcher divided 3 parts of speech (verb, noun, and adjective) into three meetings, so the students was easier to learn one by one. During the treatment, students learn vocabulary while playing games. At the first meeting the students still felt confused and difficulty, but at the next meeting the students began to understand and really enjoy. Students feel challenged because they will compete to get the highest score. After conducting the treatment, the researcher doing the posttest to find out the results of vocabulary learning using spelling bee. From the data shows that the students‟ posttest scores are higher than the pretest score, it means there is a significant effect on learning vocabulary using the spelling bee game.
After conducting the treatment, researcher analyze the normality of the data, the function is to know whether the data obtained during the research were normally distributed or not. The normality value is 0,113 it means the instrument used is normally distributed, because the value is more than 0,05.
After conducting the normality test, the researcher shows the hypothesis test,
the function is to answer the problem of this research, whether there is significant effect or not. The researcher used formula of paired sample t-test with significant level 0,05. The result was show sig 2-tailed is 0,000 < 0,05, which means that Ha (hypothesis alternative) is accepted and Ho (null hypothesis) is rejected. There is significant effect in learning vocabulary using spelling bee game.
The usage of spelling bee game was very effective to learn vocabulary.
The students were very enthusiastic in learning vocabulary. Indirectly they played a game while learning vocabulary. This research was in line with the previous research conducted by Nurul Wahidah in her undergraduate thesis entitled “The effectiveness of spelling bee game on students‟ vocabulary mastery” the students can increase their vocabulary because the students‟
enjoyed the activity as playing the vocabulary game in the classroom42. Students learn to think fast and correctly, confident, and work on the team. It can be seen from the mean score of pretest was higher than the posttest. It was also related to this research which was conducted by Gischa Hazezlima, Wulan Wangi, and Wageyono in their article entitled “The effect of spelling bee games to students‟ vocabulary mastery” that spelling bee has an effect in learning and teaching process vocabulary mastery. Spelling bee game very easy to help students in memorizing and write a word43.
42 Nurul Wahidah, “The Effectiveness of Spelling Bee Game on Students Vocabulary Mastery”.
(Undergraduate Thesis, UIN Syarif Hidayatullah, Jakarta, 2018),38
43 Gisckha H. Anisa, et al, “The Effect of Spelling Bee games to Students‟ Vocabulary Mastery”
Language and Art Journal Vol 5 No 1: 198. (Banyuwangi: 2021)
48 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on discussion in the previous research, there is significant effect of spelling bee in teaching students‟ vocabulary at SMP Negeri 2 Banyuwangi. The average score of pretest before the researcher did the treatment is 71,68. After the researcher did the treatment using spelling bee game, the average score of the posttest is 90,37. It means there is increased score between pretest and posttest, from the average score it can conclude that spelling bee game was effective to improve students‟ vocabulary.
It was proved by the result of paired sample T-test the value was 0,000< and it is lower than the significance level 0,05 it means the Ho rejected and the Ha accepted, that there is significant effect of spelling bee in teaching vocabulary at second grade of SMP Negeri 2 Banyuwangi. Applying spelling bee game in teaching vocabulary made students more careful when they writing.
B. Suggestion
Since there is the significant effect of spelling bee game in teaching vocabulary at second grade, the researcher would give the suggestion to the teacher, the students, and the future researcher:
1. The researcher suggested the English teacher to applied spelling bee game while teaching basic vocabulary. It will make students more enthusiast and increase their vocabulary.
2. The researcher suggested the students to follow and participate in teaching and learning process using spelling bee game. The students do not have to feel smart to follow the teaching and learning process. The modal that students must have brave and confident, so students can fix their fault and increase their knowledge.
3. The researcher suggested the future researcher to developed this research to use another part of speech.
50 REFERENCES
Al-Hilali, Muhammad Taqi-ud-Din., and Muhammad Muhsin Khan, Translation of the Meanings of the Noble Qur‟an in the English Language, terj (Madinah: King Fahd Complex)
Anisa, Giscka H., Wulan Wangi, and Wageyono. “The Effect of Spelling Bee games to Students’ Vocabulary Mastery” Language and Art Journal Vol 5 (May 2021):194-202.
Ary, et.al. Introduction to Research Education (Boston: Cengange Learning,2010) Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research Fourth Edition. Boston: Pearson Education, 2012.
Dawson, Thomas E “A Primer on Experimental and Quasi-Experimental Design”. 1997.
Drs.Syahrum, M.Pd and Drs. Salim,M.Pd “Metode Penelitian Kuantitatif”.
Bandung: Ciptapustaka Media, 2012
Handayani Kris and Hetty Zaharani, “The Effect of Spelling Bee Game on Students’ Mastery”. Jurnal FISK, Vol.2. No.1. (Medan,2021)
Linse, Caroline T, Practical English Language Teaching: Young Learners, (New York : Mcgraw hill Companies, inc, 2005)
Lodico, Marguerite G., Dean T. Spaulding, Katherine H. Voegtle. Methods in Educational Research: from theory to Practice. San Fransisco: A Wiley Print, 2006.
Misbahuddin, “The Correlation Between Students Mastery of Vocabulary and Their Reading Ability.” Undergraduate Thesis, UIN Syarif Hidayatullah Jakarta, 2011.
Mustafa Khattab, Quran Translation in English. Accessed November 07, 2022 https://www.alim.org/quran/compare/surah/14/4/
Putri Aulia and Refnaldi. “The Correlation between Students’ Vocabulary Mastery and Speaking Ability at Grade 8 of Junior High School.”(State University of Padang, 2020) https://doi.org/20.24036/jelt.v9i1.10789 Rahayu, JS., “Spelling Bee in Teaching Narrative Text”, Undergraduate Thesis of
Universitas Pendidikan Indonesia, Bandung, 2009.
Reyes,Venecia Tejada., “Psychological Personality Factors in Learning English Foreign Language”. 2018
Ricard, Jack C. and Willy A Renandya. Methodology in Language Teaching”.
UK: Cambridge Press.2002.
Schmit, Nobert., and Michael Mc. Chartey, Vocabulary: Description, Acquisition and Pedagogy. London: Cambridge University Press, 1997.
Sugiyono, “Metode Penelitian Kuantitatif, Kualitatif, R&D”
Bandung:Alfabeta,2015.
Suryadi, “The Effects of Self-Confident and Vocabulary Mastery on Students”, Journal of English Language Studies, vol 3. (September, 2018): 192-202 https://dx.doi.org/10.30870/jels.v3i2.3158.
Thornburry Scott, How to Teach Vocabulary.UK: Pearson Longman, 1993
Tunchalearnpanih, Pisut. “Using Games on P.6 Students’ Vocabulary Learning”.
Srinakharinwirot University (SWU) Thailand.
Umulaika, “The effectiveness of Spelling Bee Game in Teacing Vocabulary at seventh grade students of SMPN 1 Siman in Academic Year 2018/2019”.Undergraduate Thesis, IAIN Ponorogo, 2019Wahidah Nurul,
“The Effectiveness of Spelling Bee Game on Sjiptudents Vocabulary Mastery”. Undergraduate Thesis, UIN Syarif Hidayatullah Jakarta, 2018 Wedhati, Nyoman Karina, Ni Made Ratminingsih, Kadek Samiyati, “The
Effectiveness of Spelling Bee through Students’ Vocabulary Mastery”.
Journal of English Language Teaching Innovations and Materials. Vol 03(2) (October, 2021): 61-75 http://dx.doi.org/10.26418/jeltim.v3i33877 Yayasan Penerjemah Al-Qur‟an, “Al-Quran dan Terjemahnya”(Semarang : CV
Toha Putra Semarang).
Yusuf, Y Qismullah., Faisal Mustafa, and Muzdhalifah Alqinda. “The Use of Spelling Bee Game in Teaching Vocabulary to Junior High School Students”. Proceedings of the 1st National Conference on Teachers‟
Professional Development. (September, 2017)
52
Appendix 1
Name : Aura Syahida Putri Dewanti Nim : T20186027
Tittle Variable Sub Variable Indicators Data Resources Research Method Research Question
The Effectiveness of Spelling Bee to Students‟
Vocabulary at Second Grade of Junior High School
1. Spelling Bee
2. Vocabulary
1. Procedure to conduct Spelling Bee Game
2. Part of Speech
1. Students divided into some group consist of 5 students.
2. Teacher will call one group to come forward.
3. Each member has a turn to spell the words mentioned by the teacher.
4. Each group was given 10 words.
5. The member who cannot spell can say pass, then the next member should spell it. If the last member cannot spell the
word, the
teacher will give
1. Score from Spelling Bee Game 2. Instrument :
Pre-Test and Post-Test of Vocabulary
1. Research Method : Quantitative Method 2. Research Design : Pre-
Experimental (One Group Pretest and Posttest Design) 3. Data Collection : Pre-
Test and Post-Test 4. Data Analysis :
1) Normality Test 2) Paired Sample
T-Test
Is there any significant effect of Spelling Bee to Students‟
Vocabullary at Second Grade of Junior High School ?
other group.
6. Each group who success to spell the word, get a score 10 for each word.
1. Noun 2. Verb 3. Adjective
The scope of this research is using spelling bee to master vocabulary. This research is applied to second grade of senior high school.
In this research, the researcher only focused on how the effectiveness of spelling bee game in teaching students‟ vocabulary at second grade students of junior high school.
54
Appendix 2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMP Negeri 2 Banyuwangi
Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII C/Genap
Materi Pokok : Vocabulary (Verb, Noun, Adjective) Kemampuan : Listening
Alokasi Waktu : 2JP (@40 Menit) A. Kompetensi Dasar
3.6 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/
terjadi secara rutin atau merupakan kebenaran umum, sesuai dengan konteks penggunaannya
B. Indikator Pencapaian
1. Menyebutkan Kata Kerja (Verb), Kata Benda (Noun), dan Kata Sifat (Adjective) dengan benar yang disusun secara acak.
2. Mengeja Kata Kerja (Verb), Kata Benda (Noun), dan Kata Sifat (Adjective) yang disediakan.
3. Mengklasifikasikan kata sesuai dengan Part of Speechnya (Verb, Noun, dan Adjective)
C. Tujuan Pembelajaran
1. Peserta didik diharapkan mampu menyebutkan kata kerja(Verb), kata benda(Noun), dan juga kata sifat (Adjective) dalam Bahasa Inggris dengan benar.
2. Peserta didik diharapkan mampu mengeja kata kerja (Verb), kata benda(Noun), dan kata sifat (Adjective) dalam Bahasa Inggris dengan benar.
3. Peserta didik diharapkan mampu mengklasifikasikan kata sesuai dengan part of speechnya (Verb, Noun, Adjective)
D. Materi Pembelajaran E. Kegiatan Pembelajaran
1. Pertemuan Pertama
Pertemuan Pertama Pembukaan (15 MENIT)
Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran, memperkenalkan diri dan memeriksa kehadiran peserta didik sebagai sikap disiplin.
Mengaitkan materi pembelajaran yang akan dilakukan dengan pengalaman peserta didik, serta mengajukan pertanyaan untuk mengingat dan menghubungkan dengan materi selanjutnya.
Menyampaikan motivasi tentang apa yang dapat diperoleh (tujuan dan manfaat) dengan mempelajari materi yang akan ditempuh : Vocabulary
Menjelaskan kegiatan yang akan dilaksanakan : Mengobservasi peserta didik.
Kegiatan Inti (50 Menit)
Peneliti memberikan lembar Pretest untuk mengobservasi kemampuan peserta didik.
Peneliti memberikan instruksi kepada pesertadidik untuk menemukan 25 kata yang terdapat di kertas tersebut.
Peserta didik diberikan kesempatan untuk mencari dan mengidentifikasi kata tersebut selama 30 menit.
Pesertadidik diberikan kesempatan untuk sesi tanya jawab mengenai pretest yang sudah dikerjakan.
Kegiatan Penutup (15 Menit)
Peneliti memberikan kesimpulan kegiatan dan manfaat yang sudah didapatkan peserta didik.
Peneliti menutup pembelajaran dengan salam penutup dan berdoa untuk mengakhiri pembelajaran peserta didik sebagai sikap disiplin
2. Pertemuan Kedua
Pertemuan Kedua Pembukaan (15 MENIT)
Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran, memperkenalkan diri dan memeriksa kehadiran peserta didik sebagai sikap disiplin.
Mengaitkan materi pembelajaran yang akan dilakukan dengan pengalaman peserta didik, serta mengajukan pertanyaan untuk mengingat dan menghubungkan dengan materi selanjutnya.
Menyampaikan motivasi tentang apa yang dapat diperoleh (tujuan dan manfaat) dengan mempelajari materi yang akan ditempuh : Vocabulary (Verb).
Menjelaskan kegiatan yang akan dilakukan : Bermain dengan mengeja kata.
Kegiatan Inti (50 Menit)
Peneliti membentuk peserta didik menjadi 5 kelompok yang berisikan 5 sampai 6 peserta didik.
Peneliti memberikan 10 kata mengenai verb kepada setiap kelompok.
Peneliti meminta setiap anggota kelompok untuk mengeja kata yang diberikan kepada setiap kelompok.
Peserta didik diberikan kesempatan untuk sesi tanya jawab mengenai kegiatan yang sudah dilakukan.
Kegiatan Penutup (15 Menit)
Peneliti memberikan kesimpulan kegiatan dan manfaat yang sudah didapatkan peserta didik.
Peneliti menutup pembelajaran dengan salam penutup dan berdoa untuk mengakhiri pembelajaran peserta didik sebagai sikap disiplin.
3. Pertemuan Ketiga
Pertemuan Kedua Pembukaan (15 MENIT)
56
Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran, memperkenalkan diri dan memeriksa kehadiran peserta didik sebagai sikap disiplin.
Mengaitkan materi pembelajaran yang akan dilakukan dengan pengalaman peserta didik, serta mengajukan pertanyaan untuk mengingat dan menghubungkan dengan materi selanjutnya.
Menyampaikan motivasi tentang apa yang dapat diperoleh (tujuan dan manfaat) dengan mempelajari materi yang akan ditempuh : Vocabulary (Noun).
Menjelaskan kegiatan yang akan dilakukan : Bermain dengan mengeja kata.
Kegiatan Inti (50 Menit)
Peneliti membentuk peserta didik menjadi 5 kelompok yang berisikan 5 sampai 6 peserta didik.
Peneliti memberikan 10 kata mengenai noun kepada setiap kelompok.
Peneliti meminta setiap anggota kelompok untuk mengeja kata yang diberikan kepada setiap kelompok.
Peserta didik diberikan kesempatan untuk sesi tanya jawab mengenai kegiatan yang sudah dilakukan.
Kegiatan Penutup (15 Menit)
Peneliti memberikan kesimpulan kegiatan dan manfaat yang sudah didapatkan peserta didik.
Peneliti menutup pembelajaran dengan salam penutup dan berdoa untuk mengakhiri pembelajaran peserta didik sebagai sikap disiplin.
4. Pertemuan Keempat
Pertemuan Kedua Pembukaan (15 MENIT)
Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran, memperkenalkan diri dan memeriksa kehadiran peserta didik sebagai sikap disiplin.
Mengaitkan materi pembelajaran yang akan dilakukan dengan pengalaman peserta didik, serta mengajukan pertanyaan untuk mengingat dan menghubungkan dengan materi selanjutnya.
Menyampaikan motivasi tentang apa yang dapat diperoleh (tujuan dan manfaat) dengan mempelajari materi yang akan ditempuh : Vocabulary (Adjective).
Menjelaskan kegiatan yang akan dilakukan : Bermain dengan mengeja kata.
Kegiatan Inti (50 Menit)
Peneliti membentuk peserta didik menjadi 5 kelompok yang berisikan 5 sampai 6 peserta didik.
Peneliti memberikan 10 kata mengenai adjective kepada setiap kelompok.
Peneliti meminta setiap anggota kelompok untuk mengeja kata yang diberikan kepada setiap kelompok.
Peserta didik diberikan kesempatan untuk sesi tanya jawab mengenai kegiatan yang sudah dilakukan.
Kegiatan Penutup (15 Menit)
Peneliti memberikan kesimpulan kegiatan dan manfaat yang sudah didapatkan peserta didik.
Peneliti menutup pembelajaran dengan salam penutup dan berdoa untuk mengakhiri pembelajaran peserta didik sebagai sikap disiplin.
5. Pertemuan Kelima
Pertemuan Pertama Pembukaan (15 MENIT)
Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran, memperkenalkan diri dan memeriksa kehadiran peserta didik sebagai sikap disiplin.
Mengaitkan materi pembelajaran yang akan dilakukan dengan pengalaman peserta didik, serta mengajukan pertanyaan untuk mengingat dan menghubungkan dengan materi selanjutnya.
Menyampaikan motivasi tentang apa yang dapat diperoleh (tujuan dan manfaat) dengan mempelajari materi yang akan ditempuh : Vocabulary
Menjelaskan kegiatan yang akan dilaksanakan : Mengobservasi peserta didik.
Kegiatan Inti (50 Menit)
Peneliti memberikan lembar Postest untuk mengobservasi kemampuan peserta didik.
Peneliti memberikan instruksi kepada pesertadidik untuk menemukan 25 kata yang terdapat di kertas tersebut.
Peserta didik diberikan kesempatan untuk mencari dan mengidentifikasi kata tersebut selama 30 menit.
Peserta didik diberikan kesempatan untuk sesi tanya jawab mengenai pretest yang sudah dikerjakan.
Kegiatan Penutup (15 Menit)
Peneliti memberikan kesimpulan kegiatan dan manfaat yang sudah didapatkan peserta didik.
Peneliti menutup pembelajaran dengan salam penutup dan berdoa untuk mengakhiri pembelajaran peserta didik sebagai sikap disiplin
F. Media dan Alat
1. Metode : Spelling Bee
2. Media : Worksheet, Lembar Penilaian 3. Alat/Bahan : Spidol, Papan Tulis, dan Speaker 4. Sumber Belajar : Buku Penunjang
G. Penilaian
Penilaian Pengetahuan :
1. Tes tulis (Pretest dan Posttest), 2. Tes Lisan (Mengeja Kata)
58
Appendix 3
Student’s Pretest Score of Try Out that was Assessed by the Researcher
Appendix 4
Student’s Pretest Score of Try Out that was Assessed by the Teacher
60
Appendix 5
Student’s Score of Posttest that was Assessed by the researcher
Appendix 6
Student’s Score of Posstest that was Assessed by the Teacher
62
Appendix 7 Student’s Pretest
Appendix 8
Stundent’s Posttest
64
Appedix 9
Spelling Bee Meeting 2 (Verb)
Please spell the word individualy and correctly!
Group 1
Change Pray Brush Wash Send
Give Sweep Swim Drink Sing
Group 2
Take Learn Study Make Move
Show Dance Walk Forget Throw
Group 3
Know Borrow Drink Write Paint
Sleep Push Send Kick Jump
Group 4
Start Find Help Look Want
Work Scream Talk Share Hold
Group 5
Stay Search Draw Think Call
Listen Climb Bring Brush Spend
Appendix 10
Spelling Bee Meeting 3 (Noun)
Please spell the word individualy and correctly!
Group 1
Shoes Train Truck Bicycle Lamp
Stone Hand Fingers Bottle Pencils
Group 2
Paper Dolphin Flowers Glass Table
Spoon Mask Mirror Bicycle Horse
Group 3
Fish Chair Chicken Plane Water
Boat Eyes River Mountain Blanket
Group 4
Mouse Frog Ears House Airport
Forrest Bank Eraser Window Charge
Group 5
Camel Girrafe Teeth Board Photo
Hair Sugar Salt Pepper Train
66
Appendix 11
Spelling Bee Meeting 4 (Adjective)
Please Spell the word Individualy and Correctly!
Group 1
Beautiful Fast Empty Easy Long
Famous Busy Warm High Hard
Group 2
Handsome Tired Dark Important Little
Short Slim Long Soft Sharp
Group 3
Smart Affraid Clean Young Nice
Rich Slow Sweet Square Large
Group 4
Brave Dirty Bright Pretty Small
Wrong Funny Crazy Tasty Late
Group 5
Strong Difficult Cheap Young Cute
Angry Ugly Stupid Active Free
Appendix 12
Research Permitting Letter
68
Appendix 13
Research Accomplishment Letter
Appendix 14
Journal of Research
70
Appendix 15
Appendix 16
Documentation during the Research
72